Technological Pedagogical Content Knowledge of Araling Panlipunan Teachers in Northern Iloilo Public Schools: Basis for Capacity-Building Programs

Technology plays a crucial role in enhancing teaching and learning processes in the 21st century. However, in public secondary schools in Northern Iloilo, teachers often face limited ICT resources, insufficient training opportunities, and a reliance on traditional teaching methods, hindering the full integration of technology into classroom instruction. This study assessed the technological, pedagogical, and content knowledge levels of Araling Panlipunan (Social Studies) teachers in selected secondary schools in Northern Iloilo during the academic year 2023-2024. Using a descriptive quantitative research design, the study involved 85 purposively selected teacher respondents. Frequency counts, percentages, means, and standard deviations were used for descriptive analysis. At the same time, the Mann-Whitney U and Kruskal-Wallis tests were employed to determine significant differences in TPACK levels across groups. The results showed that teachers generally had a "High" level of technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, pedagogical content knowledge, technological content knowledge, and technological, pedagogical, and content knowledge, with no significant differences based on sex or educational attainment. However, a significant difference in technological knowledge was found based on years of service. To address this, targeted professional development programs should be implemented, offering technology integration workshops for experienced teachers and foundational training for newer teachers. This approach, along with fostering a collaborative learning environment, would help enhance teachers' technological pedagogical content knowledge and improve their effectiveness in using technology in the classroom.